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Using the CoI Framework to Assess the Efficacy of New Technologies
 

Using the CoI Framework to Assess the Efficacy of New Technologies

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Presentation from the Sloan-C Emerging Technology Symposium 2009

Presentation from the Sloan-C Emerging Technology Symposium 2009

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    Using the CoI Framework to Assess the Efficacy of New Technologies Using the CoI Framework to Assess the Efficacy of New Technologies Presentation Transcript

    • Using the CoI Framework
      to
      Assess the Efficacy
      of
      New Technologies
      Phil Ice
      Jason Dom
      2nd Sloan-C Emerging
      Technology Symposium
      San Francisco, 2009
    • Part I
      ~
      An Overview of the Community of Inquiry Framework
    • Community of Inquiry Framework
      • a process model of learning in online and blended educational environments
      • grounded in a collaborative constructivist view of higher education
      • assumes effective online learning requires the development of a community of learners that supports meaningful inquiry and deep learning
    • social presence
      cognitive presence
      LEARNING
      teaching presence
    • Social Presence
      • the ability of participants in a community of inquiry to project themselves socially and emotionally -- as ‘real’ people
      • the degree to which participants in computer mediated communication feel socially and emotionally connected
    • Social Presence - Elements
      • affective expression (expressing emotion, self-projection)
      • open communication (learning climate, risk free expression)
      • group cohesion (group identity, collaboration)
    • Cognitive Presence
      • the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry
    • Cognitive Presence - Elements
      • triggering event (sense of puzzlement)
      • exploration (sharing information & ideas)
      • integration (connecting ideas)
      • resolution (synthesizing & applying new ideas)
    • Teaching Presence
      • the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes
    • Teaching Presence - Elements
      • design and organization (setting curriculum & activities)
      • facilitation (shaping constructive discourse)
      • direct instruction (focusing & resolving issues)
    • Community of Inquiry Survey
      • 9 social presence items (3 affective expression, 3 open communication, 3 group cohesion)
      • 12 cognitive presence items (3 triggering, 3 exploration, 3 integration, 3 resolution)
      • 13 teaching presence items (4 design & facilitation, 6 facilitation of discourse, 3 direct instruction)
    • CoI Survey Validation
      • tested in graduate courses at four institutions in the US and Canada
      • principal component factor analysis
      • three factor model predicted by CoI framework confirmed
      • Arbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson, Shea & Swan - 2008
    • Part II
      ~
      CoI and the Integration of
      New Technologies
    • Audio Feedback
      • Pilot Study revealed the following benefits of providing asynchronous audio feedback using Acrobat Pro:
      • THEME 1 – Ability to understand nuance.
      • THEME 2 – Feelings of increased involvement.
      • THEME 3 – Increased content retention.
      • THEME 4 – Instructor caring.
    • Audio Feedback & the CoI
      • The following slides compare the findings of the multi-institutional CoI sample (n = 1085) that received text-based feedback and responses from a multi-institutional sample(n = 1138) that received audio feedback
      • In the items addressed there was a significant difference (p > .05) in responses
    • Teaching Presence
      • The instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn.
      • Summer 2007 / mean = 4.12
      • Audio group / mean = 4.43
      • The instructor encouraged course participants to explore new concepts in this course.
      • Summer 2007 / mean = 4.44
      • Audio group / mean = 4.58
    • Teaching Presence
      • The instructor provided feedback that helped me understand my strengths and weaknesses relative to the course’s goals and objectives.
      • Summer 2007 / mean = 4.28
      • Audio group / mean = 4.57
    • Social Presence
      • Online or web-based communication is an excellent medium for social interaction.
      • Summer 2007 / mean = 3.90
      • Audio group / mean = 4.27
    • Cognitive Presence
      • I felt motivated to explore content related questions.
      • Summer 2007 / mean = 4.31
      • Audio group / mean = 4.55
      • Reflection on course content and discussions helped me understand fundamental concepts in this class.
      • Summer 2007 / mean = 4.37
      • Audio group / mean = 4.49
    • SaaS Word Processors
      • Two online, graduate level education courses (combined n=78) students were asked to complete assignments (mean page count = 9.75 pages), alternating Word and Buzzword as the creation and submission mechanism.
      • Buzzword is an online document editor that is a part of Acrobat.com
    • Document Analysis
      • average use of non-text based resources (e.g. hyperlinks, graphics, tables, etc.) was 5.1 for Word submissions and 14.3 for Buzzword based submissions.
      • Cognitive Presence Indicators
    • Interview Data
      • Buzzword’s ease of use (as compared to Word) cited as primary reason for inclusion of more links, graphics, etc.
      • Majority (n = 12) indicated that it was easier for them to express complex concepts using multimedia.
    • Interview Data
      • The concept of a Buzzword being a personal reflective space was common among 72% of students over 34 years old.
      • As an example these students frequently developed a document on their own and then shared it with classmates.
      • 82% of students 34 and younger recognized it as a collaborative tool and began workflow projects by sharing a common document.
      • Qualitative analysis revealed that these younger students frequently (68%) likened Buzzword to a Wiki or similar collaborative tool. In contrast, only 27% of older students made this association.
    • Director of Course Design, Research & Development
      American Public University System
      pice@apus.edu
      Thank You!
      Phil Ice, Ed.D.
      Director of Course Design, Research & Development
      American Public University System
      pice@apus.edu
      Jason Dom. M.Ed.
      Director of Academic Computing
      American Public University System
      jdom@apus.edu